D’Angelo, J. M., & Woosley, S. A. (2007). Technology in the classroom: friend or foe. BNET, Reference Publications. Retrieved February 22, 2011, from http://findarticles.com/p/articles/mi_qa3673/is_4_127/ai_n29358572/
This survey report takes place in Australia and is conducted on learners from the ages of 4 to 5 that attend early education programs. The survey addresses the use of computers at an early age and the significance it has on the learners in the classroom and at home. The report addresses the effects that denying the learners the use of computer technology as part of a student centered environment may be detrimental to the learner’s advancements socially and electronically.
Pronsky (2001) points out that the current generation is immersed in technology and is the first to start at the earliest age possible. Therefore, denying this generation the use of technologies in the earlier grade levels may have a negative effect on the learner.
The report addresses gender bias and the effects it has on both genders. The report provides several tables illustrating the results of the survey.
Reconnecting students in alternative education — The Journal. Retrieved March 1, 2011, from http://thejournal.com/articles/2011/02/03/reconnecting-students-in-alternative-education.aspx?sc_lang=en
This article takes place in Kingsville Independent School district, Kingsville, Texas. It addresses the use of technology to allow Disciplinary Alternative Education Program learners to rejoin the mainstream education facilities. The school district utilizes several different forms of technology to reconnect the learners to their home school and peers. The article gives programs used and statistics showing the positive effect it has had on the learners and the school district budget.
Restructuring for learning with technology. ERIC. Retrieved February 22, 2011, from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED341383&ERICExtSearch_SearchType_0=no&accno=ED341383
This paper is collection of three separate papers, all of which discuss the implementation of technologies into the classroom. The papers also address necessary restructuring to allow the use of new technology in the classroom. The first paper discusses the restructuring for learning with technology and the possibilities for synergy (Sheingold). The second paper points out the role of computers in the restructured classroom (Collins). The final paper takes us to the future as we imagine technologies role in the restructuring for learners (Dede).
The paper was published in 1990 and gives us look back at what was then and how technology was viewed in education. You will find that the arguments for and against the use of technology in the classroom have not changed much in two decades. The debates still continue as newer technologies advance into the classroom.
Technology in the classroom. Retrieved March 1, 2011, from http://www.teach-nology.com/tutorials/techinclass/print.htm
This article addresses the increasing illiteracy rate, the projected figures for 2050, and how a better use of current technology in the classroom could improve the current and projected figures. The article brings to light a few programs that are already available to school districts through federal funding. One such program is NCLB Title II-D-1&2. The author points out new ways of implementing and developing methods for incorporating new technologies into the classroom to improve the literacy rate in all learners. The article provides many positive methods for improving illiteracy through the use of current and new technologies so long as they are used to fullest potential of the technology.
Zevenbergen, R. (2008). Computer use by preschool children: rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, 33(1), 37-44.
D’Angelo and Woosley provide us with both sides of the argument, whether the use of technology in the classroom is beneficial or detrimental to students. The authors point out a few of the arguments against technology in the classroom and give references to each point. The authors also give us the flip side to the cons by providing compelling arguments for the use of technology in the classroom. Over all I enjoyed reading the article and would recommend it to any educator.